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Posts tagged ‘Women’

Diversifying the Face of the U.S. Sport Industry – A Call to Educators

by Dr. Jörg Vianden (University of Wisconsin-LaCrosse) and Dr. Liz A. Gregg (University of North Florida)

Sport is a white, male-dominated, multibillion-dollar industry characterized by a severe lack of racial and gender diversity among its leaders. In all levels of collegiate and professional sports, white men represent the upper echelon in leadership, front office, and coaching positions.

The lack of diverse sport management undergraduates and alums perpetuates the underrepresentation of diverse sport industry leaders. Among sport management majors, women typically represent fewer than one third of all students, while African Americans represent one tenth (Hancock & Hums, 2011). Faculty in sport management are also overwhelmingly white and male (Jones, Brooks & Mak, 2008). This may negatively affect racially minoritized students who struggle to connect with the program’s exclusively white faculty.

Diverse environments in sport organizations and academic programs prepare future professionals for the workforce, reduce stereotypes, and encourage collaboration and cultural understanding (Brooks, Harrison, Norris, & Norwood, 2013). Yet, women and people of color struggle to advance in the sport industry because of dubious hiring practices, sexual and racial harassment, work-life balance constraints, a lack of role models, and the tight network of white men who limit the advancement of minoritized sport industry professionals. (Click here for full references)

The Straight White College Men Project

The Straight White College Men Project is a qualitative study sampling 180 college students with traditionally privileged and oppressed identities at 13 institutions of higher education around the country. The study explores how participants view their own campus diversity efforts, how they conceptualize privilege and oppression relative to race, gender, and sexual orientation, and how they articulate their own perceived responsibility to enact social change. For the purposes of the Sport Management Education Journal article (Vianden & Gregg, 2017), we asked 22 heterosexual white male participants at a Southeastern university about their thoughts on how they could foster diversity in the sport industry.

Emerging Themes

  1. Perceived barriers: Toxic masculinity, male dominated culture, resistant or racist team owners
  2. Roles of women in managing sport: Women should fit specific roles in the sport industry, such as marketing
  3. Hiring policies in sport: Meritocratic ideals about who should be hired, affirmative action rules, increased competition for positions if more women or people of color were recruited
  4. Responsibility for change: Advocacy easier by current sport leaders versus those professionals fresh out of college, remaining open minded to learn about diversity without concrete commitment to enacting social change

Key Takeaways: First, participants sensed a bit of resignation about fostering diversity initiatives. Comments such as “that’s just the way it is” or “not much will change” speak to this resignation, but also to privilege and acceptance of the status quo. Second, participants painted a narrow view of diversity in sport. To them, diversity meant women and African Americans and some participants held stereotypical views specifically about women. Third, participants could not articulate or commit to having individual or collective responsibility to make sport more diverse.

Tips for Sport Management Educators

  1. Name White Male Privilege in Sport

Use white male hegemony in the sport industry as points of departure for classroom discussions. Interrogating white male privilege in sport helps both students and instructors raise critical awareness and foster commitment to social justice and equity.

  1. Infuse Diversity in Sport Management Curricula

Sport management as a major program of study has a captive audience of students who need to learn about diversity, but who seldom select such coursework unless required. Sport management programs have the ability, perhaps the obligation, to offer more diversity content in its curricula. Start with one required course, or establish learning outcomes in each course that target the understanding and application of issues of power, privilege, and oppression in sport.

  1. Inspire Responsibility in White Men to Stand up for Diversity

White male sport management students will one day hold the leadership roles in which they could affect sweeping change. Given this context, sport management educators must inspire white men to express their understanding of the roles they play in a fast-changing U.S. and global social environment. White men in sport must recognize how their privileges have the potential of keeping their peers from minoritized social groups without the opportunity to advance in the field.

Additional References
Brooks, D.D., Harrison, Jr., L., Norris, M. & Norwood, D. (2013). Why we should care about diversity in kinesiology. Kinesiology Review, 2, 145–155. doi: 10.1123/krj.2.3.145
Jones, D. F., Brooks, D. D. & Mak, J. Y. (2008). Examining sport management programs in the United States. Sports Management Review, 11(1), 77–91. doi:10.1016/S1441-3523(08)70104-9
Hancock, M. G. & Hums, M.A. (2011). If you build it, will they come? Proceedings of the North American Society for Sport Management Twenty-Sixth Annual Conference, London, Ontario.

Applying Career Construction Theory to Female National Collegiate Athletic Association Division I Conference Commissioners

by Elizabeth A. Taylor (Temple University), Jessica L. Siegele (UNC-Pembroke), Allison B. Smith (University of New Mexico), and Robin Hardin (University of Tennessee)

Member institutions of the National Collegiate Athletic Association (NCAA) began sponsoring sports for women in the 1970s soon after the passage of Title IX, and the NCAA then began offering championships for women in the early 1980s. Both of these changes led to the dissolution of the Association for Intercollegiate Athletics for Women (AIAW) which was providing governance for women’s collegiate athletics. Women’s athletics were eventually fully integrated into the governance structure of the NCAA which led to increased funding, participation, and scholarship opportunities for women. All positive developments. A negative aspect of women’s athletics coming under the purview of the NCAA though was the reduction in leadership and coaching opportunities for women.

Women hold fewer than 25% of the athletic director positions in the NCAA, and 11% of athletic departments do not have a woman in an administrative position in any capacity. Women also only hold approximately 25% of the head coaching positions in the NCAA. There has been a plethora of research examining career mobility issues for women in sport and in collegiate athletics. Common themes that have emerged from this line inquiry are gender normalcy, homologous reproduction, organizational barriers, lack of mentors, and issues associated with work-life balance.

One place where women have seen more success securing senior level positions is that as conference commissioners. Eleven of the 32 NCAA Division I conference commissioners were women at the time of this study with one women serving as commissioner of two conferences. A much higher percentage than other leadership positions. The purpose of the project was to examine the experiences of women who are NCAA Division I conference commissioners and how they were able to ascend to these positions of leadership using career construction theory (CCT) as a theoretical framework. The study consisted of semi-structured interviews with 8 of the women who held the position at the time of study. Career construction theory was utilized for its ability to examine how and why specific events or experiences as well as education and training influence an individual’s career choices.

Findings:

Women may experience increased success in leadership positions at conference offices, compared with on-campus athletic departments, due to limited direct interaction with football and donors.

Findings revealed participants constantly negotiate time spent on personal and professional obligations, and relationships created in the workplace turned into organic mentorship relationships. The experiences and challenges of negotiating the space between work and family are not specific to collegiate athletics, but may be more prevalent in an industry with high time demands, a nontraditional work schedule, and pressure to perform at a high level.
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Women from the study indicated they engaged in very personal, professional relationships with other female conference commissioners around the country. They would often extend work trips to create opportunities for female-to-female bonding. These types of experiences are common practice for male employees, however, this is one of the first times a population of female employees within the sport industry has described these behaviors and events. Participants felt that there were limited amounts of sexism in the workplace, but all discussed experiencing instances of sexism, indicating a culture of gender normalcy. Many of the participants discussed these experiences while appearing to “laugh them off,” however sexism was still prevalent. These women may have learned the sexism and discrimination is part of the job and to be successful they must learn to accept it.

For Industry:

  1. Model Good Behavior: Practically speaking, more senior level employees can model better work-life balance to show entry-level employees it is acceptable to take time for family or outside interests. It is important this behavior is modeled otherwise entry-level and newly-hired employees will believe they must be in the office for extended periods of time and weekends in order to be successful.
  2. Build Strong Networks: Additionally, athletic departments can utilize this information to help women build strong networks within the field of collegiate athletics. Encouraging women to engage networking that is both personal and professional may be beneficial for women in the industry.
  3. Build Culture Against Sexism: Finally, creating a culture that is not tolerant of sexist behavior is critical to increase the presence of women within the collegiate athletics industry. Although more senior level female employees may “put up” with sexist behavior because they have become accustomed to it that does not mean it is accepted behavior that should be tolerated.

 

To read the original article from Journal of Sport Management, click here.

Challenge accepted: Why women play fantasy football

As expected, women play fantasy football for similar reasons as men, but also play for unique reasons. A total of five motivation factors were uncovered.

Three factors (Enjoy, Enhance, and Socialize) are similar to motives previously found by sport management and communications scholars, and two factors (Challenge and Connect) are unique to female participants.

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